نشریه پژوهش های زبانشناختی در زبان های خارجی
سال نهم شماره 1 (بهار 1398)

The purpose of this research is to find different patterns of word-formation meaning of the German be- prefix. These patterns are of great importance in understanding the meanings of derived words. Generally, the verbal prefixes of the German language, especially verbs with the be- prefix, have been the subject of linguistic research, from a developmental point of view of morphological and syntactic characteristics. This prefix has its origin in the old German bī and is very productive at the present time. Data and initial research findings of the currently paper are adapted from the field of word-formation of German references. Secondary findings are the results of my research achievements. The be- prefix on German verbs is distributed in the context of verbal, nominal, adjectival and adverbial categories and also unique morphemes. Also, the be- prefix derivatives have the highest frequency compared to other derivatives. In the verbal derivative be-, changes in the word-formation meaning of quality, aspect, lexicon, intensity or location are possible.

During the last three decades, code-switching has been one of the most interesting issues in the field of sociolinguistics. Code-switching is a language contact phenomenon which can be seen in many bi/multilingual societies. Various definitions are suggested for code-switching that one cannot easily find a common point among them. Therefore, it is necessary to try to find a practical and comprehensive definition or a systematic classification of the existing definitions. The relationship between code-switching and other language contact phenomena is important as well. In the present study, we deal with the issue of code-switching and its various definitions, its previous studies, its relationship to other language contact phenomena (such as bi/multilingualism, linguistic borrowing, code-mixing, interference and mixed language), its functions as well as the advantages of studying it. This research is a part of a wider research project dealing with various aspects of code-switching which its other parts will be presented in the near future.

This study aims to demarcate the main opportunities and challenges of teaching English as a foreign language in formal education system of Iran. Coming to this end, challenges and pitfalls of English teaching in Iran have has been enumerated by means of meta-analyzing the most recent researches done in current decade. and Consequently relevant solutions to these shortcomings have been suggested through semi-structured interview sessions with a group of experts. The findings show that the traditional approach to teaching English, insufficiency of textbooks and supplementary materials, shortcomings of teacher training courses and lack of qualified and motivated teachers, ambiguity of policy making, lack of instruction time in schools and formal education system are among the most critical challenges of teaching English in Islamic Republic of Iran. To bridge the gaps, some suggestions have been posed by the researchers based on meta-level cultural and educational documents. Findings can be interesting both for policy makers and English teachers.

One of the concepts in Halliday,s Systematic Functional Grammar, is Grammatical MetaphorThe aim of this research is the analysis of grammatical metaphor in translation. Therefore, the outstanding novel “Lord Of The Flies”, by William Golding in English, and its two Persian translations by “Mozhgan Mansouri” and “Hamid Rafiei”have been chosen, studied, analyzed then compared together.Firstlyall the grammatical metaphors in the first three chapters of these three works, have been extracted and classified, then compared together. The results show that the rate of using the different kinds of grammatical metaphors in the main text of the novel “Lord Of The Flies” is %16.67 of the whole novel, which is less than its two Persian translations by Mansouri %20.36, and Rafiei %27.27. Also, the rate of using the different kinds of grammatical metaphors in Mansouri,s, is less than that of Rafiei,s, and this shows the grammatical metaphors in the main text of the novel are somewhat changed in translation.

This study was an attempt to investigate the reflection of ideological beliefs in the national anthems (NAs) of three groups of countries, i.e. capitalist, socialist, and muslim. Additionally, the study was aimed at revealing a taxonomy of the ideological themes and their associated concepts marked in NAs. To this end, English translation of transcriptions of more than 53 national anthems (totaling 10,000 words) was examined. The analysis showed both slight and marked differences among the NAs of the three groups of countries. The findings indicated both slight and marked differences in the reflection of each ideological concept. Capitalist countries NAs had more frequent representation of ideological themes and concepts, compared to those of the socialist and muslim countries. Regardless of the ideological positions of the three groups of countries, nationalism was found to be the most frequently represented theme. Freedom and unity were represented repeatedly in NAs of socialist countries, whereas religious concepts were largely ignored.

The purpose of the current study was to investigate the effectiveness of practicing self- and peer-assessment in a course of writing in enhancing self-regulated learning. In so doing, seventy nine intermediate Iranian EFL students in the form of three intact classes at Islamic Azad University participated in this study. One of the classes was considered as the self-assessment group, the other class was assigned to peer-assessment group and the third class was assigned as the control group of the study. After the conduction of the study and the related intervention and treatment in each group, the scores of the students in the three groups on the pre-test and post-test of self-regulated learning were taken into account. The analyses of covariance revealed that self-assessment and peer-assessment practices had a positive impact on students' level of self-regulated learning . Further analysis indicated that there was not statistically significant difference between the self-assessment and peer-assessment groups in terms of self-regulation.

The use of pair/group-work can control the cognitive, affectiv and social aspects of learning and enhance the outcomes. This ex-post facto study explored teachers’ and learners’ beliefs about pair/group work activities in comparison with teachers’ classroom practice. The research sample comprised eight English teachers and 80 of their pre-intermediate students recruited from a population of 13 English teachers and 120 intermediate students at two language institutes in Tabriz, Iran. Two validated researcher-developed questionnaires were employed to glean the research data. They tapped teachers’ and learners’ beliefs. An observation form was also designed and piloted to match the content of the questionnaire and quantify the use of the same activities in the classroom. Independent samples t-test analysis of the data revealed significant differences in teachers' and learners' beliefs as well as in teachers’ beliefs about and practices of such activities which were the least frequently used activities in the classroom. The findings offer pedagogical implications for educators and underscore the need to promote the use of pair/group work in classrooms.

The German poet and thinker Johann Wolfgang von Goethe (1832-1749), has performed a hermeneutic feat in the prose part of his West-Eastern Divan titled "Noten und Abhandlungen zum besseren Verständnis des Divans”. In the penultimate chapter of this part entitled "Übersetzung," (Translation) Goethe attempts to showcase and present his theory of translation. He distinguishes between three types or, as he says, three epochs of translation. The first one which he describes as “parodistic” or adaptation. The second period reflects the effort to recreate the original into the own language; and the last period in which the original along with the translation move forward to the “Grundtext”, the fundamental text. This article attempts to examine the described and mentioned types and to emphasize their peculiarity to his contemporaries in the romantic era. The similarity to the romantics but also its differentiation to those is taken into account. Moreover the similarities to the modern hermeneutics, such as Hans Georg Gadamer and Paul Ricoeur are examined in more detail.

The present study was an attempt to investigate the comparative effect of consciousness-raising tasks and managed output tasks on EFL learners’ speaking. Accordingly, 66 female English language learners selected out of an initial 91 intermediate EFL learners based on their performance on a sample piloted PET took part in the study. Both groups were taught by the same teacher and they used the same course book. Moreover, they received the same hours of instruction and teaching aids in the same physical environment; therefore, the most significant point of departure in the two experimental groups in the present study was the form of speaking practices presented in the classroom. Each group enjoyed its own specific speaking development procedure throughout the treatment period. The findings of this study revealed that the participants’ speaking improved significantly in the consciousness-raising group compared to the managed output group. The findings of this study could be used by EFL teachers and syllabus designers to develop more efficient second language speaking courses.

The present study used qualitative-comparative analysis to examine objectives, content, courses, and structure of the current master's curriculum of Translation Studies in Iran with eight leading Asian universities. In this study, the curriculum of the master in Translation Studies was analyzed through five criteria: 1.the title of master's degree, 2.the number of units and course length, 3. the course structure: compulsory and optional courses, 4. the curriculum objectives, and 5. the course content. The results of this study showed that, a. The objectives of the master's curriculum are not clearly stated; b. There is not enough coordination between the curriculum objectives and courses; c. little attention is paid to offering courses that are consistent with the objective of professional translator training; d. There are shortcomings in the provision of courses which aimed to train researchers to do research within the domain of translation studies; e. There is no course relevant to the objective of training the translator trainer; and f.More attention is paid to presenting theoretical courses in translation studies.

Paying attention to the culture-centered feature of language is a key point in the foreign language teaching. Language is a tool for transmitting culture, and at the same time, no language survives without culture. Language and culture are interrelated, and individual’s ability to learn a language is to a great extent dependent on his/her understanding level or his mastery of the culture. The lack of paying attention to the cultural aspects of language leads to the linguistic mistakes. As a highly-applied layer, the stable comparisons has been placed at the phraseological level of language, completely reflects the speakers’ viewpoints and cognition, and contains cultural codes. Ignoring this generative and highly applied linguistic layer and cultural codes defined therein will bring about linguistic-cultural interference. Using a comparative-analytic method as well as designating and administering a test, this study endeavors to investigate the ability of Iranian students of Russian Language in the recognition and mastery of this linguistic units and to further present some implications based on the results.

The present paper aims at investigating the static verbs and imperfectivizers in Persian from a cognitive perspective. To this purpose, verbs are classified according to the criteria of temporal bounded-ness and structural heterogeneity. As a result, imperfective predicates are considered as the verbs that are temporally unbounded, and structurally homogeneous. However, the perfective verbs are explained as heterogeneous and bounded predicates. Then, this study investigates three frequent Persian imperfectivizers, namely, progressive, habitual and tense. Also, it studies the semantic interaction of these operators with different lexical aspectual categories. The results show that these operators are applied mainly to imperfectivize and homogenize the perfective verbs. For instance, the progressive operator removes the external phases of a process, and additionally, it puts focus on the medial particles. But, the habitual operator removes both of external and internal phases of a perfective verb. In addition, when the progressive operator combines with accomplishment/activity, achievement, and semelfactive verbs, it motivates progressive, inceptive and iterative interpretations respectively.

This study aims to compare and evaluate the impact of strategy-based and process-based writing instruction on the strategic self-regulated writing in EFL essay writing. To this end, 60 Persian speaking subjects in two groups of 30 were selected using TOEFL test as an indicator. Before the training, all learners wrote an essay (pre-test) on a graph. Then, a coach trained Strategic Self-Regulated Writing strategies using a strategy-based instruction to the experimental group and process-based writing to control group at sixteen sessions. Finally, the learners, with a questionnaire, wrote one essay and after two weeks they wrote another essay similar to pretest. Two coaches evaluated articles using the IELTS score. Using SPANOVA analysis, it was determined that the strategy-based instruction in using strategic self-regulation writing strategies was more effective in essay writing; and among three variables of age, sex, and proficiency level, the effect of age was more important in essay writing. Therefore, the teaching of writing strategies using a strategy-based instruction should be a part of writing pedagogy.